** Education in Egypt: towards a deep reform or a superficial evolution? **
On April 20, Egyptian Prime Minister Mostafa Madbouly said that President Abdel Fattah Al-Sisi had given directives to his government concerning the continuous improvement in the quality of education. This announcement is part of a broader context where education is perceived as an essential lever for national development and the use of future generations.
The Declaration highlights several development axes: the increase in public investments in the educational sector, the extension of classes, the modernization of schools, and the integration of digital. These initiatives aim to prepare a skilled workforce, in particular through the emphasis on emerging areas such as artificial intelligence and digital skills. The Minister of Education and Technical Education, Mohamed Abdel Latif, also stressed the importance of aligning education on the demands of the labor market.
This dynamic is undeniably positive and responds to a crucial problem in many countries, including Egypt: that of the link between training and employability. This echoes a global shared awareness, where the rapid evolution of technologies requires significant adaptations on the part of educational systems.
However, several questions remain as to the depth and effectiveness of the proposed reforms. First of all, although the increase in public spending is desirable, it is essential to wonder how these funds will be used. School infrastructure and modernization extension projects must be accompanied by a clear educational vision. A material improvement, without adequate educational support, may not be enough to transform the educational landscape.
In addition, the transition to more focused on digital skills and emerging technologies requires well -trained teachers and adequate preparation. What is the current state of continuing education for teachers, and how does the government plan to support them in this new direction? Appropriate training of educators is crucial to ensure the success of new initiatives.
Another aspect to be taken into consideration is the question of inclusiveness. The emphasis on technical education and expansion of professional schools, in particular by partnerships with the private sector, must be done in compliance with the needs of all students, whatever their socio-economic origin. How to ensure that this expansion does not create even more inequalities in access to quality education?
Regular school inspections, as mentioned by the Minister, are also a step in the right direction. However, it would be necessary to assess what the evaluation methodology will be and how the results will be used to make constructive adjustments.
Finally, the proposal to launch a technology school applied in partnership with Google is an example of efforts to introduce elements of international collaboration. This raises a debate on dependence on foreign educational models and the need to develop an educational identity specific to Egypt, which would respect its cultural values and its local needs.
In short, the education reform initiative in Egypt has hope and deserves to be followed closely. However, the success of these reforms will depend on their effective implementation, resource management, teacher training and attention to the diversified needs of students. A continuous evaluation and a desire to adjust the strategies along the way will be essential to ensure that these efforts are not only declarations of principle, but that they lead to real transformations of the Egyptian education system.
The future of education in Egypt could be determined by the way in which these issues will be discussed in the years to come. Future generations deserve an education which not only meets the requirements of the modern market, but which also prepares them to become committed and informed citizens.